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Walsall Training Provider Network: OFSTED UPDATE

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Documents produced by OFSTED. A thorough analysis of the Walsall Training Provider Network.

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Walsall Training Provider Network: OFSTED UPDATE

  1. 1. Walsall Training Provider Network Ofsted update May 2017 Ian Smith SHMI West Midlands Provider Presentation April 2017 Slide 1
  2. 2. Aims • National and regional inspection outcomes 2016/17 to date (full and short). • Key emerging issues for the sector. • Sector briefing April 2017. • Inspecting British values, what inspectors look for.
  3. 3. Overall effectiveness, all inspections (full and short) 1 September 2016 – 31 January 2017 (published by 31 January 2017) Slide 3 1. Includes employer providers 2. Where numbers are small percentages should be treated with caution
  4. 4. Current overall effectiveness of all providers, by region Most recent overall effectiveness grade, as at 31 January 2017 (published by 31 January 2017) Slide 4 Region 31 January 2017 Number inspected % good or outstanding South West 96 93 North East, Yorkshire and the Humber 187 85 South East 148 82 London 173 80 East Midlands 95 77 West Midlands 119 76 North West 152 74 East of England 85 72
  5. 5. Providers judged good or outstanding at their most recent full inspection (West Midlands) as at 31 March 2017 Slide 5 1. Includes employer providers 2. Where numbers are small percentages should be treated with caution
  6. 6. Providers judged good or outstanding between 1 September 2016 and 31 March 2017, full inspections Slide 6 1. Includes employer providers 2. Where numbers are small percentages should be treated with caution
  7. 7. Full Inspections Key emerging issues • Study programmes: English and mathematics; levels of challenge; work experience; progression and destinations. • Focus on teaching, learning and assessment over time rather than (graded) lesson observations. • Balancing what historic data shows against current learners’ progress. • Evaluating learners’ current progress: what evidence can you provide – at all levels of study? • Implementation of the Prevent duty: focus more on impact since September 2016. Slide 7
  8. 8. Short inspections: a brief reminder A different kind of inspection. • All short inspections are led by HMI – usually two days on site. • Strong focus on dialogue with leaders / governors / managers. • Two judgements: is the provider continuing to be good; is safeguarding effective? • If there is evidence of improvement/decline or more evidence is needed to reach a decision, it will be converted to a full inspection. • A short inspection will not change any of the graded judgements nor the overall effectiveness grade. • Good providers will receive short inspections approximately every three years (subject to risk assessment). Slide 8
  9. 9. Getting to Good seminar for South East providers Slide 9
  10. 10. Short inspections Key emerging issues • Providers have been very positive about short inspections. • No attempt to cover the whole inspection framework. • Identifying and following specific lines of enquiry – shared with the provider. • Strong focus on ‘capacity to improve’: do you know your weaknesses, and are you tackling them? • Safeguarding (including Prevent) has the same priority as on full inspections. • May not visit all sites. Slide 10
  11. 11. Update to sector April 2017 (All) Slide 11
  12. 12. Update to sector April 2017 Continuation: • Devolution of the Adult Education Budget (Midlands Combined Authority) We are working with DfE to understand what, if any, implications this might have for inspection from 2018/19 onwards. • English and mathematics - We continues to inspect English and mathematics as set out in the handbook and the evaluation criteria. English and mathematics provision is not separately graded and is not a limiting judgement. • Ofsted ‘good’ and ‘outstanding’ provider logos. • Self-assessment reports please forward it to fes.sar@ofsted.gov.uk • Chief Inspector’s message to the sector. • Slide 12
  13. 13. Inspecting British values Brief recap on what are core British values • Democracy • The rule of law • Individual liberty • Mutual respect for and tolerance of those with different faiths and beliefs and for those without faith The recently updated further education and skills inspection handbook sets out the evaluative criteria that inspectors will use to consider when assessing how well learners are being prepared for life in modern Britain. Slide 13
  14. 14. Inspecting British values How well learners’ are being prepared for life in modern Britain including the extent and scope of their understanding of British values, tolerance and respect? Inspectors will consider: • Learners’ understanding of their rights and responsibilities as a learner and, where relevant, as an employee, and as citizens and consumers in the community; and how well they work cooperatively with others in all settings and promote good and productive working relationships with their peers, employees and employers. • The extent to which learning programmes, including enrichment activities, allow all learners to explore personal, social and ethical issues and take part in life in wider society and in Britain. p.47 Slide 14
  15. 15. How effective are learning programmes in promoting learners understanding of British values? Slide 15 Do they: • Encourage all learners to accept responsibility for their actions, behaviours, show initiative, and to understand how they can contribute positively to their community and society more widely; • Enable learners to distinguish right from wrong and to respect the civil and criminal law of England; • Enable learners to acquire a broad general knowledge of and respect for public institutions and services in England; • Encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England;
  16. 16. Continuation: • Enhance the importance of tolerance and harmony by enabling learners to acquire an appreciation of and respect for their own and other cultures, heritage and traditions; • Encouraging learners to demonstrate respect for other people? Slide 16 How effective are learning programmes in promoting learners understanding of British values?
  17. 17. How Inspectors Judged British values Inspectors will utilise a wide range of evidence sources to judge the extent to which learners have a secure and understanding of fundamental British values; one of the primary sources used to gather evidence will by speaking to learners. The extent and scope to which learners can demonstrate the following: • A broad general knowledge of and respect for public institutions and services in England; • An understanding of and have respect for democratic values and ideals both as learners and citizens; how they can support and influence decision-making through democratic processes; Slide 17
  18. 18. How inspectors judged British values Continuation • An appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety; • An appreciation of and respect for their own and other cultures, faiths (including those who are agnostic) and beliefs; have respect for other people including by gender, age, disability and sexual orientation (and other groups with protected characteristics) and enshrined in law. Slide 18
  19. 19. What does the Ofsted Risk Assessment process inform? • Prioritising full inspections •Prioritising short inspections • Identifying outstanding providers for inspection Slide 19
  20. 20. How providers are selected for inspection (from FES Inspection Handbook) • Ofsted uses risk assessment to ensure that its approach to inspection is proportionate so that it can focus its efforts where it can have the greatest impact. Risk assessment has two stages. • Stage one involves an assessment of each provider, based on analysis of publicly available data. • Stage two involves a more in-depth desk-based review of a wider range of available information. Slide 20
  21. 21. Ofsted uses a broad range of indicators to select providers for inspection Where available, these include: • a provider’s previous inspection record • self-assessment reports • performance data • destination data • change of leaders • information provided, or concerns raised, by a funding body, employers, parents, carers or learners • the views of learners, parents and carers, and employers, gathered through online questionnaires • relevant local intelligence such as labour market information. Slide 21
  22. 22. • Indicators may also include any information on significant changes to the type of provision and the number of learners. Relevant information received at any point in the year can be used to select providers. • The outcomes from monitoring visits and support and challenge visits will be taken into account when reviewing the providers selected. • Ofsted may also conduct unannounced inspections and monitoring visits at any time. • ‘Methodology note: the risk assessment of good and outstanding providers’, Ofsted, May 2017 Slide 22

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